Articulating one's positionality as a researcher is crucial to social research. This is particularly important in comparative and international education research where context, culture and notions of power underpin much of the work. However, researcher positionality has multiple meanings, making it challenging for emerging researchers to navigate its muddied, cluttered and unfamiliar terrain. In this article, seven emerging researchers examine their own researcher positionality within the context of their postgraduate research. Through a series of short vignettes, they draw attention to the different conceptualisations of researcher positionality and uncover the challenges and dilemmas.